Problem of Practice
Angelica Thomas
EDG 7936
Kindergarten Teachers' perceptions about PD
Research Questions
Literature Review
Professional development (PD) in elementary schools is intended to enhance teacher practice and student achievement, yet it often falls short of its purpose. Many PD programs are standardized, compliance-driven, and disconnected from the real challenges teachers face in their classrooms. Teachers frequently report that PD lacks relevance, differentiation, and opportunities for collaboration or follow-up support. This lack of meaningful engagement undermines teacher motivation, autonomy, and instructional growth. The problem of practice addressed in this study focuses on how teacher autonomy in selecting and designing professional development impacts teacher perceptions, engagement, and subsequent classroom implementation.
Problem of Practice
Research Questions
1. How do kindergarten teachers perceptions change about professional development at their elementary school after having increased autonomy over PD opportunities?
2. What impact does teacher-selected professional development have on student learning outcomes in kindergarten classrooms?
3. How do kindergarten teachers describe their experiences participating in self-selected professional development, and how do these experiences influence their instructional practices?
Literature Review
Research consistently highlights the importance of aligning PD with teachers’ needs, contexts, and professional goals. Traditional PD models—typically characterized by one-size-fits-all workshops—are often viewed as ineffective because they fail to connect theory to practice (Desimone & Garet, 2015; Whitworth & Chiu, 2015). Effective PD, by contrast, is job-embedded, collaborative, sustained over time, and grounded in teachers’ daily instructional realities (Darling-Hammond et al., 2017; Guskey, 2002). Teacher autonomy emerges as a key factor in promoting professional growth and engagement. Studies by Sancar and Deryakulu (2021) and Gidari and Kakana (2022) show that when teachers have choice and agency in professional learning, they are more likely to implement new strategies and view PD as meaningful. Additionally, collaborative structures such as Professional Learning Communities (PLCs) and instructional coaching models have demonstrated success in sustaining teacher learning and improving student outcomes (Vescio, Ross, & Adams, 2008; Knight, 2007). However, a gap persists between research-based best practices and the professional development teachers actually experience in schools. Many teachers report limited input in PD design and few opportunities for reflection or follow-up, which leads to low transfer of learning to classroom practice (Opfer & Pedder, 2011). This literature underscores the need to explore how autonomy and teacher-driven PD might bridge this divide, fostering both professional satisfaction and improved student learning.
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7936 -Nov 1 Prez
Angelica Thomas
Created on November 1, 2025
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Transcript
Problem of Practice
Angelica Thomas
EDG 7936
Kindergarten Teachers' perceptions about PD
Research Questions
Literature Review
Professional development (PD) in elementary schools is intended to enhance teacher practice and student achievement, yet it often falls short of its purpose. Many PD programs are standardized, compliance-driven, and disconnected from the real challenges teachers face in their classrooms. Teachers frequently report that PD lacks relevance, differentiation, and opportunities for collaboration or follow-up support. This lack of meaningful engagement undermines teacher motivation, autonomy, and instructional growth. The problem of practice addressed in this study focuses on how teacher autonomy in selecting and designing professional development impacts teacher perceptions, engagement, and subsequent classroom implementation.
Problem of Practice
Research Questions
1. How do kindergarten teachers perceptions change about professional development at their elementary school after having increased autonomy over PD opportunities? 2. What impact does teacher-selected professional development have on student learning outcomes in kindergarten classrooms? 3. How do kindergarten teachers describe their experiences participating in self-selected professional development, and how do these experiences influence their instructional practices?
Literature Review
Research consistently highlights the importance of aligning PD with teachers’ needs, contexts, and professional goals. Traditional PD models—typically characterized by one-size-fits-all workshops—are often viewed as ineffective because they fail to connect theory to practice (Desimone & Garet, 2015; Whitworth & Chiu, 2015). Effective PD, by contrast, is job-embedded, collaborative, sustained over time, and grounded in teachers’ daily instructional realities (Darling-Hammond et al., 2017; Guskey, 2002). Teacher autonomy emerges as a key factor in promoting professional growth and engagement. Studies by Sancar and Deryakulu (2021) and Gidari and Kakana (2022) show that when teachers have choice and agency in professional learning, they are more likely to implement new strategies and view PD as meaningful. Additionally, collaborative structures such as Professional Learning Communities (PLCs) and instructional coaching models have demonstrated success in sustaining teacher learning and improving student outcomes (Vescio, Ross, & Adams, 2008; Knight, 2007). However, a gap persists between research-based best practices and the professional development teachers actually experience in schools. Many teachers report limited input in PD design and few opportunities for reflection or follow-up, which leads to low transfer of learning to classroom practice (Opfer & Pedder, 2011). This literature underscores the need to explore how autonomy and teacher-driven PD might bridge this divide, fostering both professional satisfaction and improved student learning.
Write a great headline
Contextualize your topic with a subtitle
And use this space to describe it. Multimedia content is essential in a presentation to leave everyone speechless. Additionally, this will help you summarize the content and entertain your audience.